Recently, the Canadian government changed the education system to include provincial exams for grade 10 students, because the government decided that more standardized exams would help students achieve. However, the new system is a detriment rather that a benefit toward students¡¯ marks. Standardized tests, such as the provincial exams, make teachers teach only how to do well on the exam and impose upon students too much work; moreover, there are many examples in Asia of the negative results of excessive examination.
             Teachers are restricted by the exam topics, so they must spend class time teaching to the tests. Teachers can¡¯t teach important broad ideas because they have time only to review the textbook curriculum and to try to prevent students from making simple errors. Therefore, teachers just repeat the same lessons every year, and don¡¯t prepare students for new concepts. Classes became stereotyped and boring, because of constant exam preparation. Also, teachers can¡¯t adjust the level of the class to the student¡¯s ability, because the exams are the same regardless of the students¡¯ talents.
             Students will get stressed at a young age, and could be easily frustrated and tests increase conflicts among the students over marks. Since teachers can¡¯t tailor classes to the student¡¯s abilities, students get stressed by the fixed curriculum. Even if exams improve students¡¯ marks, they get too stressed, so can have a hard time continuing with post-secondary education. Too many exams tire students, causing them not to work after the end of the exams. Stress at a young age affects people both mentally and physically.
             As a result of such exams, many Asian students choose to be educated abroad to flee from stress. Already more than 10 percent of Asian students have become international students or immigrated to other countries. The most popular reason fur such flight is the problems within the public education
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